Subjects
faculty development, phenomenography, teaching and learning
Document Type
Research Article
Abstract
Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.
DOI
10.15760/comminfolit.2019.13.2.4
Persistent Identifier
https://archives.pdx.edu/ds/psu/30852
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Flierl, M., Maybee, C., & Fundator, R. (2019). Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study. Communications in Information Literacy, 13 (2), 184-204. https://doi.org/10.15760/comminfolit.2019.13.2.4
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